Caliber Press 1995 graphic novel boy accused of arson questions

Questions

this there any way to shorten the line of code. Right now it about 300 line of...

this there any way to shorten the line of code. Right now it about 300 line of code is there anyway to shorten it to 200 or so line of code?

import java.awt.*;
import java.awt.Color;
import java.awt.Desktop;
import java.awt.Font;
import java.awt.event.*;
import java.net.URL;
import java.io.BufferedReader;
import java.io.BufferedWriter;
import java.io.FileReader;
import java.io.FileWriter;
import javax.swing.JCheckBox;
import javax.swing.JColorChooser;
import javax.swing.JFileChooser;
import javax.swing.JFrame;
import javax.swing.JMenu;
import javax.swing.JMenuBar;
import javax.swing.JMenuItem;
import javax.swing.JOptionPane;
import javax.swing.JRadioButton;
import javax.swing.JScrollPane;
import javax.swing.JTextArea;
import javax.swing.KeyStroke;
//MyMenuFrame will use Jframe with actionlistener
class MyMenuFrame extends JFrame implements ActionListener{

//creating the main menu items
JMenu menuEdit = new JMenu("Edit");
JMenu menuPrint = new JMenu("Print");
JMenu mnFile = new JMenu("File");
JMenu menuHelp = new JMenu("Help");

//creating the submenu items here because we are gonna use these across the code
JRadioButton subMenuItem1 = new JRadioButton("Times New Roman");
JRadioButton subMenuItem2 = new JRadioButton("Arial");
JRadioButton subMenuItem3 = new JRadioButton("Serif");
JCheckBox subMenuItem4 = new JCheckBox("Bold");
JCheckBox subMenuItem5 = new JCheckBox("Italic");

//provide scrollable view of a component
JScrollPane scrollPane;

//creating notePadArea for notepad to input the text
JTextArea notePadArea;

public MyMenuFrame() {

//setting the border layout for JFrame
this.setLayout(new BorderLayout());

// create menu bar named menuBar

JMenuBar menuBar = new JMenuBar();

this.setJMenuBar(menuBar);//adding the menubar to JFrame

// create File menu
mnFile.setMnemonic(KeyEvent.VK_F);//Alt+F

menuBar.add(mnFile);//adding the menufile

// create Open menu item

JMenuItem mntmOpen = new JMenuItem("Open");//creating the Open menu

mntmOpen.setMnemonic(KeyEvent.VK_O);//Alt+O command

mntmOpen.setActionCommand("open");//when the command equals to 'open' then the corresponding action will be performed

mntmOpen.setAccelerator(KeyStroke.getKeyStroke('O', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+O

mntmOpen.addActionListener(this);//adding actionLister to the Menu Option Open

// create Save menu item

JMenuItem mntmSave = new JMenuItem("Save");//creating the Save menu

mntmSave.setMnemonic(KeyEvent.VK_S);//Alt+S command

mntmSave.setActionCommand("save");//when the command equals to 'save' then the corresponding action will be performed

mntmSave.setAccelerator(KeyStroke.getKeyStroke('S', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+S

mntmSave.addActionListener(this);//adding actionLister to the Menu Option Save

// create Exit menu item

JMenuItem mntmExit = new JMenuItem("Exit");//creating the Exit menu

mntmExit.setMnemonic(KeyEvent.VK_X);//Alt+X command

mntmExit.setActionCommand("exit");//when the command equals to 'exit' then the corresponding action will be performed

mntmExit.setAccelerator(KeyStroke.getKeyStroke('X', KeyEvent.CTRL_DOWN_MASK));//respond when user clicks Ctrl+X

mntmExit.addActionListener(this);//adding actionLister to the Menu Option Exit

// add open, save and exit menu to menu-bar

mnFile.add(mntmOpen);

mnFile.addSeparator();//adding separator between open and save

mnFile.add(mntmSave);

mnFile.addSeparator();//adding separator between save and exit

mnFile.add(mntmExit);

// create Edit menu

menuEdit.setMnemonic(KeyEvent.VK_E);//creating shortcut menu when user press Alt+E

menuBar.add(menuEdit);//adding the Edit to the menubar

JMenu submenu1 = new JMenu("Color");//creating the new menu which comes under Edit
submenu1.setMnemonic(KeyEvent.VK_C);//creating shortcut menu when user press Alt+C
JMenuItem menuItem0 = new JMenuItem("Change Color");//creating submenu item called change color
menuItem0.setAccelerator(KeyStroke.getKeyStroke('C', KeyEvent.CTRL_DOWN_MASK));//it responds when user click Ctrl+C
menuItem0.setActionCommand("color");//setting the command used to call the correcponding action when user click this
menuItem0.addActionListener(this);//adding actionlistener
submenu1.add(menuItem0);//adding this menu item to submenu
menuEdit.add(submenu1);//adding this submenu to editmenu
menuEdit.addSeparator();//creating separator between Color and Font

ActionListener sm1 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem1.setSelected(true);
subMenuItem2.setSelected(false);
subMenuItem3.setSelected(false);
notePadArea.setFont(new Font("Times New Roman", Font.PLAIN, 20));
}
};

ActionListener sm2 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem2.setSelected(true);
subMenuItem1.setSelected(false);
subMenuItem3.setSelected(false);
notePadArea.setFont(new Font("Arial", Font.PLAIN, 20));

}
};

ActionListener sm3 = new ActionListener() {
public void actionPerformed(ActionEvent actionEvent) {
subMenuItem3.setSelected(true);
subMenuItem2.setSelected(false);
subMenuItem1.setSelected(false);
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));

}
};

JMenu submenu = new JMenu("Font");//creating the new menu which comes under Edit
submenu.setMnemonic(KeyEvent.VK_F);//creating shortcut menu when user press Alt+F
subMenuItem1.setMnemonic(KeyEvent.VK_T);//creating shortcut menu when user press Alt+T for Times New Roman
subMenuItem1.setActionCommand("times_new_roman");//setting the command used to call the correcponding action when user click this
subMenuItem1.addActionListener(sm1);//adding actionlistener
submenu.add(subMenuItem1);//adding to the submenu

subMenuItem2.setMnemonic(KeyEvent.VK_A);//creating shortcut key Alt+A
subMenuItem2.setActionCommand("arial");//respond when the command equals to arial
subMenuItem2.addActionListener(sm2);//adding action listener
submenu.add(subMenuItem2);//adding it to the submenu

subMenuItem3.setMnemonic(KeyEvent.VK_S);
subMenuItem3.setActionCommand("serif");
subMenuItem3.addActionListener(sm3);
submenu.add(subMenuItem3);

submenu.addSeparator();

subMenuItem4.setMnemonic(KeyEvent.VK_B);
subMenuItem4.setActionCommand("bold");
subMenuItem4.addActionListener(this);
submenu.add(subMenuItem4);

subMenuItem5.setMnemonic(KeyEvent.VK_I);
subMenuItem5.setActionCommand("italic");
subMenuItem5.addActionListener(this);
submenu.add(subMenuItem5);

menuEdit.add(submenu);

// create Print menu

menuPrint.setMnemonic(KeyEvent.VK_P);

menuBar.add(menuPrint);

JMenuItem menuItemPrint = new JMenuItem("Send To Printer");

menuItemPrint.setAccelerator(KeyStroke.getKeyStroke('P', KeyEvent.CTRL_DOWN_MASK));

menuItemPrint.setActionCommand("print");

menuItemPrint.addActionListener(this);

menuPrint.add(menuItemPrint);

// create Help menu

menuHelp.setMnemonic(KeyEvent.VK_H);

menuBar.add(menuHelp);

JMenuItem menuItemHelp = new JMenuItem("About");

menuItemHelp.setAccelerator(KeyStroke.getKeyStroke('A', KeyEvent.CTRL_DOWN_MASK));

menuItemHelp.setActionCommand("about");
menuItemHelp.addActionListener(this);

JMenuItem menuItemVisitHomePage = new JMenuItem("Visit Home Page");

menuItemVisitHomePage.setAccelerator(KeyStroke.getKeyStroke('V', KeyEvent.CTRL_DOWN_MASK));

menuItemVisitHomePage.setActionCommand("visithomepage");
menuItemVisitHomePage.addActionListener(this);

menuHelp.add(menuItemHelp);

menuHelp.addSeparator();

menuHelp.add(menuItemVisitHomePage);

notePadArea = new JTextArea();

// set no word wrap

notePadArea.setWrapStyleWord(false);

// create scrollable pane

scrollPane = new JScrollPane(notePadArea, JScrollPane.VERTICAL_SCROLLBAR_ALWAYS , JScrollPane.HORIZONTAL_SCROLLBAR_NEVER);

this.add(scrollPane,BorderLayout.CENTER);

}

@Override

public void actionPerformed(ActionEvent e) {

if(e.getActionCommand().equals("exit")) {

System.exit(0);

}else if (e.getActionCommand().equals("open")) {

JFileChooser file = new JFileChooser();

String fileName = "";//initial filename was empty

// show open file dialog

if (file.showOpenDialog(this) == JFileChooser.APPROVE_OPTION) {

fileName = file.getSelectedFile().getAbsolutePath();

} else {

return;

}

try(BufferedReader bufferedReader = new BufferedReader(new FileReader(fileName));) {

// load file content into text area

StringBuffer stringBuffer = new StringBuffer();//creating a string buffer for reading data from file

String lines = "";//for reading the lines from the selecting file

while((lines = bufferedReader.readLine() ) != null) {//it'll read untill the file ends

stringBuffer.append(lines).append("\n");//for every line read insert new line in stringBuffer

}

bufferedReader.close();//after reading of file done, the bufferedReader will be close

notePadArea.setText(stringBuffer.toString());//converting the read text to string and inserting this text into textArea

} catch (Exception error1) {//if any exception occures

System.out.println(error1.toString());//convert the expection into string and print it

}

} else if (e.getActionCommand().equals("save")) {//if the user click the save command then the file will gonna saved

JFileChooser file = new JFileChooser();//creating the file chooser

String fileName = "";//initial file name is empty

// show open file dialog

if (file.showSaveDialog(this) == JFileChooser.APPROVE_OPTION) {//if the user select file and clicks OK button

fileName = file.getSelectedFile().getAbsolutePath();

} else {//other wise will be closed
return;
}

try(BufferedWriter bufferedWriter = new BufferedWriter(new FileWriter(fileName));) {

// write editor's content to selected file.

bufferedWriter.write(notePadArea.getText());//get the text entered in textarea
bufferedWriter.flush();//clear the writer
} catch(Exception ex1) {}

} else if (e.getActionCommand().equals("color")) {

Color select_color = JColorChooser.showDialog(this, "Select a color", Color.RED);
notePadArea.setForeground(select_color);

} else if (e.getActionCommand().equals("times_new_roman")) {
if(subMenuItem1.isSelected())
notePadArea.setFont(new Font("Times New Roman", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("arial")) {
if(subMenuItem2.isSelected())
notePadArea.setFont(new Font("Arial", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("serif")) {
if(subMenuItem3.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));

} else if (e.getActionCommand().equals("bold")) {
if(subMenuItem4.isSelected()){
if(subMenuItem5.isSelected()){
notePadArea.setFont(new Font("Serif", Font.BOLD+Font.ITALIC, 20));
}else{
notePadArea.setFont(new Font("Serif", Font.BOLD, 20));
}
}else{
if(!subMenuItem5.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));
}

} else if (e.getActionCommand().equals("italic")) {

if(subMenuItem5.isSelected()){
if(subMenuItem4.isSelected()){
notePadArea.setFont(new Font("Serif", Font.BOLD+Font.ITALIC, 20));
}else{
notePadArea.setFont(new Font("Serif", Font.ITALIC, 20));
}
}else{
if(!subMenuItem4.isSelected())
notePadArea.setFont(new Font("Serif", Font.PLAIN, 20));
}

} else if (e.getActionCommand().equals("print")) {

int output = JOptionPane.showConfirmDialog(this, "Do you want to print the File","Confirmation", JOptionPane.YES_NO_OPTION);
if(output==0){
JOptionPane.showMessageDialog(this, "The file is successfully printed","Confirmation", JOptionPane.INFORMATION_MESSAGE);
}
} else if (e.getActionCommand().equals("changecolor")){
System.out.println("Color clicked");
}
else if (e.getActionCommand().equals("about")) {

JOptionPane.showMessageDialog(this, "This software is developed in 2019\nVersion is 1.0","About", JOptionPane.INFORMATION_MESSAGE);

} else if (e.getActionCommand().equals("visithomepage")) {

openWebpage("http://www.microsoft.com");

}

private void openWebpage (String urlString) {

try {

Desktop.getDesktop().browse(new URL(urlString).toURI());

}

catch (Exception e) {

e.printStackTrace();
}
}
}

import javax.swing.JFrame;
public class MyMenuFrameTest {
public static void main(String[] args) {
MyMenuFrame frame = new MyMenuFrame();
frame.setTitle("MyNotepad");
//for the title of the box
frame.setSize(600, 400);
//for the size of the box
frame.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);

frame.setVisible(true);
}
}

In: Computer Science

Lab Activity 4: Identifying APA Style in Journals For this activity, please read the following question...

Lab Activity 4: Identifying APA Style in Journals

For this activity, please read the following question that are answer at the bottom and answer the following questions at the top. ( Note: At the bottom there already answer there that you can use to help you out with solving the answer)

Lee, K., Talwar, V., McCarthy, A., Ross, I., Evans, A., & Arruda, C. (2014). Can classic moral stories promote honesty in children? Psychological Science, 25, 1630-1636.

1. After reading through the abstract of the article, answer the following questions.

a. How many studies were conducted in this article? What were the studies about?

b. Who were the participants of the studies?

c. In general, what was presented to the participants of the studies? Is this an independent or dependent variable?

d. In general, what was the dependent variable of the studies?

e. In general, what were the results of the first study? What were the results of the second study?

2. The first part of the article reflects which section of an APA style paper?

3. In the Method section of the first study, what were the two subsections of this section? Briefly describe what each subsection focused on.

4. What information did you learn from the Results section of the first study?

5. Looking at Experiment 2, why did they decide to conduct a second study?

6. Looking at the Method section, how were the participants the same as the previous study? How were they different?

7. What procedures were different in the second study than in the first study?

8. What were the results of the second study?

9. Briefly summarize what they talked about in the General Discussion section?

----------Information that can be used to help with question for this topic.

Explain why, specifically, the three stories utilized in Experiment 1 were chosen as modes of researching honesty in children for this experiment. How do these stories differ from each other in a way that can be accurately tested? [Introduction] The experimenters chose these stories because parents and teachers regularly use them to promote honesty in children. The three stories use different methods to promote honesty; one promotes honestly in immediate negative consequence (Pinocchio’s nose grows immediately); one teaches that the consequences to lying are long-term (the boy who cries wolf lies so often that no one believes him when the wolf finally comes); the last teaches positive consequences of honesty (George Washington’s father rewards and commends him after he confesses to cutting down the cherry tree).

2. Explain the modified temptation-resistance task used in this experiment. Do you think this is a good task for measuring lying in children? Why or why not? [Methods — Materials and Procedure] Participants played a game with the experimenter that required identifying a type of toy by the sound it made; the children sat with their back to a table, and the experimenter pressed a sound-toggle button on a toy. The children were asked to guess what the toy was. Then, the experimenter said that s/he needed to get a book from the car, placed a new toy on the table, and instructed the participant not to look at the toy. Then, the experimenter returned with a book and read the story that matched the condition. Afterwards, the experimenter asked the children if they peeked at the toy while the experimenter was gone. Responses to the opinion portion of the question will vary.

3. What were the hypotheses for the three stories presented? Be sure to differentiate these predictions between the younger and older children. The authors predicted that the cheaters who heard “the boy who cried wolf” would be more included than cheaters who heard the other stories to confess to cheating (due to the fatal consequences of lying in the story). They also predicted this effect would only be seen in older children because they have a better understanding of death. They expected that children who heard “Pinocchio” would be more likely to confess their cheating behavior across age groups, because the consequences of lying (in this case) involve public humiliation – something that should be relatable across age groups. They also predicted that “George Washington and the Cherry Tree” would be effective in promoting honesty across age groups because the story features the benefits of honesty.

4. Explain the purpose behind why “The Tortoise and the Hare” was used in this experiment. The story “The Tortoise and the Hare” was told in the control condition, because it didn’t involve lying nor discussed the consequences.

5. The children in Experiment 1 were coded into three separate groups. What were these and how was this coding procedure conducted? Non-Peekers, Peekers who lied (liars), and Peekers who confessed (confessors). Peeking was operationalized as the presence or absence of a 90o head turn when the researcher was away. Peekers who confessed when the researcher asked, were coded as confessors; peekers who lied when the researcher asked were coded as liars.

6. Based on the results from Experiment 1, what answer did the authors get to their research question? The researchers found that hearing “George Washington and the Cherry Tree” promoted honesty in children.

7. What was added for Experiment 2, and what was the purpose of adding this factor? The authors changed the story slightly in Exp 2, because they hypothesized that the GW story promoted honesty by illustrating the benefits of honesty, rather than the implications of dishonesty. To test this, they added a new GW story condition but changed the classic ending to focus on the implications of lying.

In: Psychology

Below are a few paragraphs from Tough’s essay, “Who Gets to Graduate?” Please read each paragraph...

Below are a few paragraphs from Tough’s essay, “Who Gets to Graduate?” Please read each paragraph carefully. Then write a 1-2 sentence summary for each portion of the reading. “Listen” carefully to what Tough is saying and try your best to capture his argument.

…whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. To put it in blunt terms: Rich kids graduate; poor and working-class kids don’t…When you read about those gaps, you might assume that they mostly have to do with ability…But ability turns out to be a relatively minor factor behind this divide.

Tough believes the student

[The University of Texas’] efforts are based on a novel and controversial premise: If you want to help low-income students succeed, it’s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student…“There are always going to be both affluent kids and kids who have need who come into this college,” Laude said. “And it will always be the case that the kids who have need are going to have been denied a lot of the academic preparation and opportunities for identity formation that the affluent kids have been given…”

Tough believes…

When you send college students the message that they’re not smart enough to be in college — and it’s hard not to get that message when you’re placed into a remedial math class as soon as you arrive on campus — those students internalize that idea about themselves.

Tough believes…

To the extent that the Stanford researchers shared a unifying vision, it was the belief that students were often blocked from living up to their potential by the presence of certain fears and anxieties and doubts about their ability. These feelings were especially virulent at moments of educational transition — like the freshman year of high school or the freshman year of college. And they seemed to be particularly debilitating among members of groups that felt themselves to be under some special threat or scrutiny: women in engineering programs, first-generation college students, African-Americans in the Ivy League.

Tough believes…

The negative thoughts took different forms in each individual, of course, but they mostly gathered around two ideas. One set of thoughts was about belonging. Students in transition often experienced profound doubts about whether they really belonged — or could ever belong — in their new institution. The other was connected to ability. Many students believed in what Carol Dweck had named an entity theory of intelligence — that intelligence was a fixed quality that was impossible to improve through practice or study.

Tough believes…

Read your summaries again. Then, in one sentence, write here what you believe Tough is arguing in your section of his essay.

Tough argues that…

In: Other

hello, can you please answer this question. thank you Choose 2 signs or symptoms that are...

hello, can you please answer this question. thank you

Choose 2 signs or symptoms that are characteristic of Hilda’s respiratory disease and link them to the pathophysiology of her condition (i.e., explain how the pathophysiological changes cause the signs and symptoms you specified).

below is given case study for this question. hope this help

Hilda Wilde is a 45-year-old woman who was diagnosed with asthma as a child. She recalls her first asthma attack being horrendous; chest tightness, difficulty breathing, wheezing, feeling anxious and sweating profusely. She was rushed to hospital and spent many days in hospital as a child until she managed to work out the triggers and control it early. The triggers for her asthma were cold temperatures, pollen, smoky environments and respiratory infections/colds, which continue to be the triggers throughout her adult life. She also developed hay fever and an allergy to penicillin in her 20’s, which didn’t surprise her as her mum also had these conditions.

One cold Spring day Hilda is outside gardening as she is finding herself stressed by the current coronavirus and gardening usually relaxes her. Hilda is making good progress on weeding when she starts to experience those dreaded sensations she knows only too well; tightness in the chest, shortness of breath and dizziness. She starts to wheeze and cannot stop coughing. Her husband notices Hilda is struggling and brings Hilda’s inhaler (Ventolin) for her. Hilda’s wheezing and shortness of breath does not ease off, even with her inhaler. She finds it hard to talk or get up and walk. Her lips start to turn blue. Hilda’s husband calls an ambulance and Hilda is taken to hospital where she is given corticosteroids. She is told she has to stay in hospital a few days so that her condition can be monitored. However, Hilda is worried about staying in hospital due to the novel coronavirus outbreak. Her GP has previously told her that if she contracts the virus, she is at a greater risk of developing more serious symptoms such as pneumonia or acute respiratory distress. The hospital staff have assured her that they take all the necessary precautions. All coronavirus affected patients are isolated in private rooms, and all healthcare staff practice proper hand hygiene and appropriate use of PPE.

A few days later, Hilda’s asthma is under control and she is discharged from hospital. She is told to take her preventer medicine every day, even when she is feeling well. She is also told to follow routine practices and precautions to lessen her risk of contracting coronavirus.

In: Nursing

Suppose that you are part of the Management team at Porsche. Suppose that it is the...

Suppose that you are part of the Management team at Porsche. Suppose that it is the end of December 2019 and a novel coronavirus that causes a respiratory illness was identified in Wuhan City, Hubei Province, China. The illness was reported to the World Health Organization and there is heightened uncertainty around the Globe.

You (as part of the management team) are reviewing Porsche’s hedging strategy for the cash flows it expects to obtain from vehicle sales in North America during the calendar year 2020. Assume that Porsche’s management entertains three scenarios:

Scenario 1 (Expected): The expected volume of North American sales in 2020 is 35,000 vehicles.

Scenario 2 (Pandemic): The low-sales scenario is 50% lower than the expected sales volume.

Scenario 3 (High Growth): The high-sales scenario is 20% higher than the expected sales volume.

Assume, in each scenario, that the average sales price per vehicle is $85,000 and that all sales are realised at the end of December 2020. All variable costs incurred by producing an additional vehicle to be sold in North America in 2020 are billed in euros (€) and amount to €55,000 per vehicle. Shipping an additional vehicle to be sold in North America in 2020 are billed in € and amount to €3,000 per vehicle.

The current spot exchange rate is (bid-ask) $1.11/€ - $1.12/€ and forward bid-ask is $1.18/€ - $1.185/€. The option premium is 2.5% of US$ strike price, and option strike price is $1.085/€. Your finance team made the following forecasts about the exchange rates at the end of December 2020:

bid-ask will be $1.45/€ - $1.465/€ if the investors (and speculators) consider the euro (€) a safe haven currency during the pandemic.
bid-ask will be $0.88/€-$0.90/€ if the investors (and speculators) consider the U.S. dollar ($) a safe haven currency during the pandemic

As the CFO, you decided to hedge using option contracts. Assuming expected final sales volume is 35,000, what are your total benefit/cost and the percentage benefit/cost from hedging

(compared to no hedging)

if the exchange rate (bid-ask) remains at $1.11/€ - $1.12/€?
if the investors consider the U.S. dollar a safe haven currency during the pandemic?

Assume that the Scenario 2 (Pandemic) took place in 2020 and the euro became a safe haven currency during the pandemic. What are your cash flows if you did not hedge, hedged using forward contracts, and hedged using option contracts?

Assume that the Scenario 2 (Pandemic) took place in 2020 and the U.S. dollar became a safe haven currency during the pandemic. What are your cash flows if you did not hedge, hedged using forward contracts, and hedged using option contracts?

Based on the calculations in Part B, do you believe that it is a good policy to hedge Porsche’s currency exposure? Why?

In: Finance

Part #1: The Caribbean Club The Caribbean Club is one of the Virgin’s Islands/ hottest night...

Part #1: The Caribbean Club The Caribbean Club is one of the Virgin’s Islands/ hottest night spots. It’s a great place for locals to meet after work and relax with friends. It’s a popular destination for tourists why stay on the island, and it’s always on the list of fun entertainment choices for the crowds from the cruise ships that dock in the harbor. The reason the Club is so popular with such a variety of customers is because the founder of the club, Ross Stewart, always has such innovative and visionary ideas that delight the patrons. For example, every night of the week the Club features different activities or shows, including beach volleyball, Caribbean shows with calypso singers, would-class musicians who play steel drums, and other island entertainment. Since Ross was a former accountant and auditor with one of the largest public accounting firms in New Zealand, he is very accustomed to brainstorming sessions to generate ideas and surface concerns. He bought this practice with him to the Caribbean and holds brainstorming sessions with his “club associates” (Which is what he called all of the employees at the club) once every month to identify new and novel ideas to increase the popularity and profitability of the club. As you might imagine, the patrons of a night club are there to relax and enjoy themselves. So, the associates thought it would be great idea to somehow be able to recognize their regular patrons so that they wouldn’t have to trouble them with a bill every time a server came to their table with another round of drinks. After all, if the club wanted these people to “feel like they were at home with friends”, the patrons shouldn’t have to bother with trying to decide who owed what to pay the bill. So, Ross and his associated came up with the idea to implant their regular customers with an implantable microchip. The idea was to make the chip “fun”- to give an elite status so that their regular patrons would want to be implanted. To dramatize the elite status of the chip, Ross decided that the Club would have a special area where only those with chips. The “VIPs”, would be admitted. And of course, this area would have various exclusive services for these members. The chip would allow the VIPs to be recognized and to be able to pay for their food and drinks without any ID-they would simply pass by a reader and the Club would know who they are and their credit balance. Ross also wanted the information system supporting the chip to be a customer relationship management tool. Answer the following questions: 1. What do you think of this idea? What are the advantages and disadvantages of this idea for the Caribbean Club? 2. What are the advantages and disadvantages for the patrons? 3. If you were a passenger on a cruise ship, or staying at a resort on the island, would you get the chip implanted? Why or why not?

Part #2: Vertical Markets and Accounting Information Needs • There are many vertical markets industries apart from industries discussed in chapter 11. Identify two additional vertical markets industries and explain what are the unique characteristics of these industries that affect their AISs?

In: Accounting

WHAT DO YOU MEAN BY "EXTERNAL SOURCE MENTIONED" PLAESE TELL ME SPECIFICALLY!! Instructions: Read the case...

WHAT DO YOU MEAN BY "EXTERNAL SOURCE MENTIONED" PLAESE TELL ME SPECIFICALLY!!

Instructions: Read the case study, The Boy with No Restraint, on pages 137-139 in the textbook. Then complete the following sections of the diagnostic report. This assignment should be no more than 5 pages long

Client strengths: All clients have strengths. What are these client’s strengths and how could they benefit his recovery and continued good mental health?

Client limitations: What potential limitations does this client possess in terms of his recovery and continued good mental health?

Differentials: List three differentials for each disorder you are considering, why you considered it, and why you rejected it. Your differentials should be rational, not random. For example, do not use Alcohol Use Disorder as a differential when the diagnosis is Major Depressive Disorder. The client should exhibit some symptoms of the disorder you use as a differential, but not enough to qualify for the diagnosis.

Diagnosis: List all DSM-V diagnoses and specifiers for the client in the case. Some will have only one disorder, others will have multiple diagnoses.

Rationale for diagnosis: Looking at the DSM-V criteria for each final diagnosis you select, provide your rationale for selecting that diagnosis.

Case 2 The Boy With No Restraint

Sam is a nine-year-old African-American male who is new to a school that offers educational services for children who can no longer perform in an ordinary school setting. He came from an elementary school where he attended a special education program. He was referred to the specialized school because he continued to exhibit significant behavioral, social, emotional, and academic difficulties.

The prior public elementary school’s psychological report stated that Sam spent a majority of his time out of the classroom, either on suspension or in counseling sessions because of his behavior. The report also stated that he required physical restraint on a number of occasions and was recently so aggressive and dangerous that the school filed a complaint with the court asserting that he was out of control both at home and in school. No further information was available about the outcome of this referral to the courts, nor about the specifics of the behavior that warranted such a referral.

Sam lives with his mother, his three-year-old brother, paternal great-grandmother, and uncle in his great-grandmother’s home. The family recently moved from the home of Sam’s grandmother after a heated argument between Sam’s mother and her own mother. This is the third move and Sam’s fourth school in just three years. Sam’s father was shot to death a year ago (his mother was no longer with him at the time), and he has no contact with his father’s family except for his paternal great-grandmother. Sam did have a relationship with his paternal grandmother, but she passed away six months ago.

Sam’s mother completed the 11th grade, is currently unemployed, and collects Supplemental Security Income. It is unclear why Sam’s mother receives such assistance. Sam also has a 12-year-old half brother and a 10-year-old half sister. All the children have the same mother but different fathers, and the older children live with their paternal relatives.

Sam’s family had home-based services to assist with the difficulties they were experiencing, but the services were terminated several months ago because the agency lost all contact with Sam’s mother. The home-based worker stated her belief that Sam’s mother may have started a new relationship, and that in the past she has allowed her relationships with men to take away from her time with her children. The worker also stated that the unstable living situation and Sam’s mother’s mental state (which she believes may be persistent depressive disorder) make it difficult to work with the family on a consistent basis. Through the home-based services agency, Sam was connected with mental health counseling, but his attendance and participation were sporadic.

About a year ago, Sam took the Woodcock Johnson tests, which indicated that his reading, writing, and math skills were significantly delayed for his age, IQ, and educational level. His academic achievement is poor because of these delays. Because of his refusal to participate in a number of the tests, his IQ score could not be accurately identified, but the examiner estimated it to be in the range of 74 to 87.

Since the beginning of the school year Sam has continued to exhibit aggressive and dangerous behaviors. In a meeting with the behavior staff director of the school, the social work intern learned that Sam will have to be searched daily because of his many threats of bringing a knife or gun to school to kill staff. Sam has had to be physically restrained by staff at least a dozen times. The director stated that she would never restrain Sam alone and that it takes two to three staff to do so safely. In this same meeting, the director stated that Sam has attempted to stab staff with pencils and thumbtacks grabbed from hallway bulletin boards.

In locked restraint, Sam will kick the door and scream out obscenities. According to incident reports, Sam has spit at, lunged at, and attacked staff and has even tried biting. He tends to blame others for his behavior (“I’m in support because [staff member] said a bad word to me.”). He neither shows remorse for his behavior nor empathy toward people he has been angry with.

Sam’s teacher reports that he often has difficulty transitioning from one location to another or from one assignment to another. Sam refuses to complete his school assignments and will not accept redirection from his teacher. He often becomes verbally disrespectful toward her, but she reports he has not yet been physically aggressive. She does report that he often destroys property (ripping papers, breaking pencils, turning over chairs and desks) when upset and is known for tearing up his school worksheets when he does not want to work on them.

Sam currently spends a significant amount of time out of class because of his behaviors. He is falling behind in class work because of his absence from lessons and his refusal to participate. Not surprisingly, Sam doesn’t have friends because other children are scared of his out-of-control behaviors.

Sam’s mother is difficult to contact, and she doesn’t return telephone calls in a timely manner. She is guarded about sharing personal information. She attended the most recent individualized educational plan (IEP) meeting and reports that since Sam was a young child, she has seen similar behaviors at home. When Sam gets frustrated, he becomes verbally and physically abusive toward her.

Sam’s mother states that she has sought outside help to control Sam’s behavior. She attempted mental health counseling, but discontinued services because he refused to speak. Sam’s mother says that she is overwhelmed and has tried every punishment—spanking, sending him to his room, taking away privileges—but that none of her efforts has been successful in changing his behavior. She says that he does not seem depressed to her, just angry. Sam’s mother states that she has also called Juvenile Court to relinquish Sam. She was told to come in to complete the intake process but did not do so.

Sam presents as a well-dressed and well-groomed young boy. When he is not upset, he is engaging and very polite. He states that he enjoys coming to the sessions with the social work intern, and he plays games cooperatively, though with high energy, during these times. He shows particular interest in sports, especially basketball. He doesn’t bring up his deceased father or other aspects of his family life and shies away from questions about them, although he admits to feeling “sad” about his father’s and his grandmother’s deaths. He denies, however, that he is sad in general. He says he has not been sexually or physically abused, but says that in the past his mother and a couple of her boyfriends have “whipped” him but not left marks. Sam’s most recent physical examination, performed a year ago, confirms that he is in good health and particularly noted that he has a good appetite.

In: Psychology

A motion picture industry analyst is studying movies based on epic novels. The following data were...

A motion picture industry analyst is studying movies based on epic novels. The following data were obtained for 10 Hollywood movies made in the past five years. Each movie was based on an epic novel. For these data, x₁ = first-year box office receipts of the movie, x₂ = total production costs of the movie, x₃ = total promotional costs of the movie, and x₄ = total book sales prior to movie release. All units are in millions of dollars.

x₁	x₂	x₃	x₄
85.1	8.5	5.1	4.7
106.3	12.9	5.8	8.8
50.2	5.2	2.1	15.1
130.6	10.7	8.4	12.2
54.8	3.1	2.9	10.6
30.3	3.5	1.2	3.5
79.4	9.2	3.7	9.7
91.0	9.0	7.6	5.9
135.4	15.1	7.7	20.8
89.3	10.2	4.5	7.9

(a) Generate summary statistics, including the mean and standard deviation of each variable. Compute the coefficient of variation for each variable. (Use 2 decimal places.)

	x	s	CV
x₁			%
x₂			%
x₃			%
x₄			%

Relative to its mean, which variable has the largest spread of data values?

x₄

x₃

x₂

x₁

Why would a variable with a large coefficient of variation be expected to change a lot relative to its average value? Although x₁ has the largest standard deviation, it has the smallest coefficient of variation. How does the mean of x₁ help explain this?

A variable with a large CV has large s relative to x. Here, x₁ has a small CV because we divide by a small mean.

A variable with a large CV has large s relative to x. Here, x₁ has a small CV because we divide by a large mean.

A variable with a large CV has small s relative to x. Here, x₁ has a small CV because we divide by a large mean

.A variable with a large CV has small s relative to x. Here, x₁ has a small CV because we divide by a small mean.

(b) For each pair of variables, generate the correlation coefficient r. Compute the corresponding coefficient of determination r². (Use 3 decimal places.)

	r	r²
x₁, x₂
x₁, x₃
x₁, x₄
x₂, x₃
x₂, x₄
x₃, x₄

Which of the three variables x₂, x₃, and x₄ has the least influence on box office receipts?

x₄

x₃

x₂

What percent of the variation in box office receipts can be attributed to the corresponding variation in production costs? (Use 1 decimal place.)
_________________%

(c) Perform a regression analysis with x₁ as the response variable. Use x₂, x₃, and x₄ as explanatory variables. Look at the coefficient of multiple determination. What percentage of the variation in x₁ can be explained by the corresponding variations in x₂, x₃, and x₄ taken together? (Use 1 decimal place.)
_____________ %

(d) Write out the regression equation. (Use 2 decimal places.)

x₁ =

+ x₂

+ x₃

+ x₄

Explain how each coefficient can be thought of as a slope.

If we hold all explanatory variables as fixed constants, the intercept can be thought of as a "slope."

If we look at all coefficients together, each one can be thought of as a "slope."

If we look at all coefficients together, the sum of them can be thought of as the overall "slope" of the regression line.

If we hold all other explanatory variables as fixed constants, then we can look at one coefficient as a "slope."

If x₂ (production costs) and x₄ (book sales) were held fixed but x₃ (promotional costs) were increased by 0.6 million dollars, what would you expect for the corresponding change in x₁ (box office receipts)? (Use 2 decimal places.)________________

(e) Test each coefficient in the regression equation to determine if it is zero or not zero. Use level of significance 5%. (Use 2 decimal places for t and 3 decimal places for the P-value.)

	t	P-value
β₂
β₃
β₄

Conclusion

Reject the null for β₃ and β₄. Fail to reject the null for β₂.

Reject the null for β₂ and β₃. Fail to reject the null for β₄.

Reject the null for all tests.

Reject the null for β₂ and β₄. Fail to reject the null for β₃.

Explain why book sales x₄ probably are not contributing much information in the regression model to forecast box office receipts x₁.

From the previous tests, we can conclude that the coefficient for x₄ is different than 0. Thus it does not belong in the model.

From the previous tests, we can conclude that the coefficient for x₄ is not different than 0. Thus it does not belong in the model.

From the previous tests, we can conclude that the coefficient for x₄ is different than 0. Thus it belongs in the model.

From the previous tests, we can conclude that the coefficient for x₄ is not different than 0. Thus it belongs in the model.

(f) Find a 90% confidence interval for each coefficient. (Use 2 decimal places.)

	lower limit	upper limit
β₂
β₃
β₄

(g) Suppose a new movie (based on an epic novel) has just been released. Production costs were x₂ = 11.4 million; promotion costs were x₃ = 4.7 million; book sales were x₄ = 8.1 million. Make a prediction for x₁ = first-year box office receipts and find an 85% confidence interval for your prediction (if your software supports prediction intervals). (Use 1 decimal place.)

prediction
lower limit
upper limit

(h) Construct a new regression model with x₃ as the response variable and x₁, x₂, and x₄ as explanatory variables. (Use 2 decimal places.)

x₃ =

+ x₁

+ x₂

+ x₄

Suppose Hollywood is planning a new epic movie with projected box office sales x₁ = 100 million and production costs x₂ = 12 million. The book on which the movie is based had sales of x₄ = 9.2 million. Forecast the dollar amount (in millions) that should be budgeted for promotion costs x₃ and find an 80% confidence interval for your prediction.

prediction
lower limit
upper limit

In: Statistics and Probability

A motion picture industry analyst is studying movies based on epic novels. The following data were...

x₁	x₂	x₃	x₄
85.1	8.5	5.1	4.7
106.3	12.9	5.8	8.8
50.2	5.2	2.1	15.1
130.6	10.7	8.4	12.2
54.8	3.1	2.9	10.6
30.3	3.5	1.2	3.5
79.4	9.2	3.7	9.7
91.0	9.0	7.6	5.9
135.4	15.1	7.7	20.8
89.3	10.2	4.5	7.9

(a) Generate summary statistics, including the mean and standard deviation of each variable. Compute the coefficient of variation for each variable. (Use 2 decimal places.)

	x	s	CV
x₁			%
x₂			%
x₃			%
x₄			%

Relative to its mean, which variable has the largest spread of data values?

x₃

x₁

x₄

x₂

A variable with a large CV has large s relative to x. Here, x₁ has a small CV because we divide by a large mean.

A variable with a large CV has small s relative to x. Here, x₁ has a small CV because we divide by a large mean.

A variable with a large CV has small s relative to x. Here, x₁ has a small CV because we divide by a small mean.

A variable with a large CV has large s relative to x. Here, x₁ has a small CV because we divide by a small mean.

(b) For each pair of variables, generate the correlation coefficient r. Compute the corresponding coefficient of determination r². (Use 3 decimal places.)

	r	r²
x₁, x₂
x₁, x₃
x₁, x₄
x₂, x₃
x₂, x₄
x₃, x₄

Which of the three variables x₂, x₃, and x₄ has the least influence on box office receipts?

x₃

x₂

x₄

What percent of the variation in box office receipts can be attributed to the corresponding variation in production costs? (Use 1 decimal place.)
%

(c) Perform a regression analysis with x₁ as the response variable. Use x₂, x₃, and x₄ as explanatory variables. Look at the coefficient of multiple determination. What percentage of the variation in x₁ can be explained by the corresponding variations in x₂, x₃, and x₄ taken together? (Use 1 decimal place.)
%

(d) Write out the regression equation. (Use 2 decimal places.)

x₁ =

+ x₂

+ x₃

+ x₄

Explain how each coefficient can be thought of as a slope.

If we hold all explanatory variables as fixed constants, the intercept can be thought of as a "slope."If we look at all coefficients together, each one can be thought of as a "slope." If we hold all other explanatory variables as fixed constants, then we can look at one coefficient as a "slope."If we look at all coefficients together, the sum of them can be thought of as the overall "slope" of the regression line.

If x₂ (production costs) and x₄ (book sales) were held fixed but x₃ (promotional costs) were increased by 0.7 million dollars, what would you expect for the corresponding change in x₁ (box office receipts)? (Use 2 decimal places.)

(e) Test each coefficient in the regression equation to determine if it is zero or not zero. Use level of significance 5%. (Use 2 decimal places for t and 3 decimal places for the P-value.)

	t	P-value
β₂
β₃
β₄